scholarly journals Academic Well-Being and Structural Characteristics of Peer Networks in School

2020 ◽  
Vol 17 (8) ◽  
pp. 2848
Author(s):  
Arja Rimpelä ◽  
Jaana M. Kinnunen ◽  
Pirjo Lindfors ◽  
Victoria Eugenia Soto ◽  
Katariina Salmela-Aro ◽  
...  
Keyword(s):  
School Connectedness ◽  
Structural Characteristics ◽  
Social Activity ◽  
Well Being ◽  
Peer Networks ◽  
School Level ◽  
Network Characteristics ◽  
Dense Networks ◽  
Network Position ◽  
Peer Network

Peer networks at school and students’ position in these networks can influence their academic well-being. We study here individual students’ network position (isolation, popularity, social activity) and peer network structures at the school level (centralization, density, clustering, school connectedness) and their relations to students’ academic well-being (school burnout, SB; schoolwork engagement, SE). Classroom surveys for 14–16-year-olds (N = 11,015) were conducted in six European cities (SILNE survey). Students were asked to nominate up to five schoolmates with whom they preferred to do schoolwork. SB and SE correlated negatively (−0.32; p < 0.0001). Students had on average 3.4 incoming (popularity; range 0–5) and 3.4 outgoing (social activity; 0–5) social ties. Percentage of isolated students was 1.4. Students’ network position was associated weakly with academic well-being—popular students had less SB and higher SE, and socially active students had higher SE. School-level peer networks showed high clustering and school connectedness, but low density and low centralization. Clustering was associated with higher SB. Low centralization and high school connectedness protected from SB. Dense networks supported SE as did high average school connectedness. Correlations between these network indicators and academic well-being were, however, low. Our study showed that both students’ network position and network characteristics at the school level can influence adolescents’ academic well-being.

scholarly journals Socioeconomic Status, Time Scarcity and Well-Being in Retirement

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 913-913
Author(s):  
Boroka Bo
Keyword(s):  
Socioeconomic Status ◽  
Life Experience ◽  
Participant Observation ◽  
Later Life ◽  
Well Being ◽  
Network Characteristics ◽  
Experience Of Time ◽  
Peer Network ◽  
Using Data ◽  
Cumulative Inequality

Abstract We tend to think of retirement as a great equalizer when it comes to relief from the pernicious time scarcity characterizing the lives of many individuals in the labor force. Puzzlingly, this is not entirely the case. Using data from the MTUS (N=15,390) in combination with long-term participant observation (980 hours) and in-depth interviews (N=53), I show that socioeconomic characteristics are important determinants of retiree time scarcity. Neighborhood disadvantage gets under the skin via time exchanges that are forged by both neighborhood and peer network characteristics. The SES-based ‘time projects of surviving and thriving’ undergirding the experience of time scarcity lead to divergent strategies of action and differing consequences for well-being. For the advantaged, the experience of time scarcity is protective for well-being in later life, as it emerges from the ‘work of thriving’ and managing a relative abundance of choices. For the disadvantaged, the later life experience of time scarcity is shaped by cumulative inequality, further exacerbating inequalities in well-being. The final section of the article offers an analysis and interpretation of these results, putting retiree time scarcity in conversation with the broader literature on socioeconomic status and well-being.

scholarly journals Bagaimana meningkatkan school well-being? Memahami peran school connectedness pada siswa SMA

2020 ◽  
Vol 8 (1) ◽  
pp. 58
Author(s):  
Ulifa Rahma ◽  
Faizah Faizah ◽  
Yuliezar Perwira Dara ◽  
Najwa Wafiyyah
Keyword(s):  
High School ◽  
High School Students ◽  
Effect Size ◽  
Positive Relationship ◽  
School Connectedness ◽  
Data Retrieval ◽  
Well Being ◽  
School Level ◽  
School Students ◽  
The Relationship

Abstrak. Penelitian ini dilakukan untuk melihat pengaruh school connectedness dengan school well-beng siswa Sekolah Menengah Atas. Penelitian ini merupakan penelitian kuantitatif yang terdiri dari siswa SMA sebanyak 134 orang berdasarkan perhitungan aplikasi G*Power versi 3.1.9.2. Pengambilan data dilakukan dengan cara membagikan 2 skala yaitu skala school connectedness dan skala school well being dengan menggunakan metode accidental sampling. Uji analisis data dalam penelitian ini menggunakan pearson product moment. Hasilnya ialah terdapat hubungan positif dengan (r=0.77, p= 0.00) yang berarti terdapat hubungan antara variabel school connectedness dengan school well being pada siswa Sekolah Menengah yang signifikan. Hasil penelitian ini memiliki nilai yang positif dimana terdapat hubungan positif antara variabel yaitu semakin tinggi tingkat school connectedness siswa terhadap sekolahnya maka semakin tinggi pula tingkat school well beingnya, dan sebaliknya. Dimensi school connectedness yang berpengaruh terhadap school wellbeing adalah being connected and liked by students, communication dan being liked by teachers. Namun untuk dimensi belonging tidak memiliki pengaruh terhadap school wellbeing pada siswa SMA. Dimensi school connectedness yang memiliki effect size terbesar adalah being liked by teachers kemudian communication dan yang terakhir adalah being connected and liked by students.Kata kunci: school connectedness, school well-being, Sekolah Menengah Abstract. This research was conducted to look at the relationship between school and school - both in high school students. This research is a quantitative study involving subjects consisting of 134 high school students based on the calculation of the application G * Power version 3.1.9.2. Data retrieval is done by connecting two scales, namely the scale of school connectivity and school scale using the accidental sampling method. Test data analysis in this study using Pearson product moment. What is the positive relationship with (r = 0.77, p = 0.00) which means that the relationship between the school and school variables in the Middle School students is significant. The results of this study have a positive value. Where there is a positive relationship between variables, the higher the level of student school connection to the school, the higher the school level will be, and vice versa. Dimensions school connectedness related to school wellbeing are related and liked by students, communication and liked by teachers. But belonging does not have an influence on school wellbeing in high school students. The dimension of school connectednes which has the greatest effect size is liked by the teachers then communication and the last is connected and liked by students.Keywords: school connectedness,school well-being, secondary school

Investigation of the Structural Relationships Between Social Support, Self-Compassion, and Subjective Well-Being in Korean Elite Student Athletes

2016 ◽  
Vol 119 (1) ◽  
pp. 39-54 ◽  
Author(s):  
Hyunsoo Jeon ◽  
Keunchul Lee ◽  
Sungho Kwon
Keyword(s):  
Social Support ◽  
Structural Equation ◽  
Group Analysis ◽  
Well Being ◽  
School Level ◽  
Subjective Well Being ◽  
Multiple Group ◽  
Self Compassion ◽  
Structural Relationships ◽  
The Relationship

The study examined whether self-compassion mediates the relationship between social support and subjective well-being, as perceived by athletes. It also investigated the structural relationships between these variables. Participants were 333 athletes attending high school or university. Structural equation analysis showed that self-compassion partially mediated the relationship between social support and subjective well-being. To test the stability of the model, a multiple group analysis was performed according to sex of participant and school level, and this demonstrated that the model had similar fit to the data regardless of group. The confirmation that self-compassion plays an intermediary role in the relationship between social support and subjective well-being demonstrates that self-compassionate attitudes can be fostered by social support, and that, in turn, has a positive effect on an individual’s subjective well-being.

scholarly journals Integration of shared-pathogen networks and machine learning reveals the key aspects of zoonoses and predicts mammalian reservoirs

2020 ◽  
Vol 287 (1920) ◽  
pp. 20192882 ◽  
Author(s):  
Maya Wardeh ◽  
Kieran J. Sharkey ◽  
Matthew Baylis
Keyword(s):  
Machine Learning ◽  
Human Health ◽  
Well Being ◽  
Pathogen Transmission ◽  
Learning Approaches ◽  
Economic Stability ◽  
Ensemble Models ◽  
Network Characteristics ◽  
Key Factor ◽  
Key Aspects

Diseases that spread to humans from animals, zoonoses, pose major threats to human health. Identifying animal reservoirs of zoonoses and predicting future outbreaks are increasingly important to human health and well-being and economic stability, particularly where research and resources are limited. Here, we integrate complex networks and machine learning approaches to develop a new approach to identifying reservoirs. An exhaustive dataset of mammal–pathogen interactions was transformed into networks where hosts are linked via their shared pathogens. We present a methodology for identifying important and influential hosts in these networks. Ensemble models linking network characteristics with phylogeny and life-history traits are then employed to predict those key hosts and quantify the roles they undertake in pathogen transmission. Our models reveal drivers explaining host importance and demonstrate how these drivers vary by pathogen taxa. Host importance is further integrated into ensemble models to predict reservoirs of zoonoses of various pathogen taxa and quantify the extent of pathogen sharing between humans and mammals. We establish predictors of reservoirs of zoonoses, showcasing host influence to be a key factor in determining these reservoirs. Finally, we provide new insight into the determinants of zoonosis-sharing, and contrast these determinants across major pathogen taxa.

scholarly journals Friends, Family, and Foes

2012 ◽  
Vol 7 (3) ◽  
pp. 228-242 ◽  
Author(s):  
Alexandrea Danielle Murphy ◽  
Derrick Gordon ◽  
Hans Sherrod ◽  
Victoria Dancy ◽  
Trace Kershaw
Keyword(s):  
Sexual Behavior ◽  
High Risk ◽  
Peer Networks ◽  
Peer Norms ◽  
Adult Males ◽  
New Haven ◽  
Network Characteristics ◽  
High Risk Sexual Behavior ◽  
And Behavior ◽  
Risk Sexual Behavior

Fathers can play an important role in child development and family functioning. However, little is known about the influence of paternal perceptions of fatherhood involvement or the influence of fathers’ peer networks. We explored the network characteristics (density, closeness, and degree centrality) and peer norms regarding sex, fatherhood, and other risk behaviors of 52 urban adult males in New Haven, Connecticut. Results identify that engagement in high-risk sexual behavior was associated with fatherhood involvement, with 88% of less involved fathers engaging in high-risk sexual behavior ( p = .004). Denser networks were positively correlated with unfavorable peer norms such as cheating on a partner or drinking or using drugs ( p < .05). Our findings suggest that peer networks are important to father’s health and behavior and that father’s behaviors may be affected by peer norms. Interventions designed for men may be strengthened by including peers in programming and by addressing norms and norm changing.

scholarly journals Effects of Participation in Social Activities on Cognitive Function Among Middle-Aged and Older Adults in Korea

2018 ◽  
Vol 15 (10) ◽  
pp. 2315 ◽  
Author(s):  
Jongnam Hwang ◽  
Sangmin Park ◽  
Sujin Kim
Keyword(s):  
Older Adults ◽  
Cognitive Function ◽  
Cognitive Decline ◽  
Social Connectedness ◽  
Social Activity ◽  
Later Life ◽  
Well Being ◽  
Social Activities ◽  
The Social ◽  
Gender Groups

Cognitive function is a critical health issue in later life, the decline of which disrupts well-being and daily life function. Cognitive decline in older ages can also be understood in the context of the social environment such as social connectedness and engagement in personal life. This study aimed to examine: (1) whether participation in social activities contributes to preventing cognitive decline, and (2) what type of social activities are beneficial to maintaining cognitive function. Data from the Korean Longitudinal Study of Aging (KLOSA) 2006–2014, a longitudinal survey of the household-dwelling population aged 45 and older in Korea were used. The results revealed that Mini-Mental State Examination (MMSE) scores decreased with increasing age, at a rate of approximately 0.18 units across all age-gender groups, and the decrease was steeper for adults aged 65 and over. Participation in social gatherings was likely to delay the decline in cognitive function after the age of 65. In a gender-stratified model, social activity may not have an impact on the decline of cognitive function for men, whereas participation in social gatherings was negatively related to the decline of MMSE scores in women. This study suggests the need for a gender-stratified policy for preventing the decline of cognitive function while promoting engagement in social activities in Korean older adults.

scholarly journals THE IMPACT OF POSITIVE SCHOOL EXPERIENCES AND SCHOOL SES ON DEPRESSIVE SYMPTOMS IN CHINESE CHILDREN: A MULTILEVEL INVESTIGATION

2017 ◽  
Vol 8 (2) ◽  
pp. 37
Author(s):  
Yang Yue
Keyword(s):  
Depressive Symptoms ◽  
Hierarchical Linear Modeling ◽  
Teacher Support ◽  
Primary Schools ◽  
School Connectedness ◽  
School Experiences ◽  
School Level ◽  
The Impact ◽  
Youth Depressive Symptoms ◽  
School Ses

The current study investigates the effects of teacher support, school connectedness, and school socioeconomic status (SES) on youth depressive symptoms. Data were collected from a sample of 881 students in Grade 6 from 10 primary schools in Northwest China. Hierarchical linear modeling indicated that higher levels of teacher support, school connectedness, and school SES were significantly associated with fewer depressive symptoms. Further, the relationships between school-level SES and youth depressive symptoms varied by the participant’s perceived level of teacher support and perceived level of school connectedness. These findings underscore the importance of positive school experiences on child psychological outcomes. Implications for future research on Chinese youth are discussed.

scholarly journals The Effect of Subjective Well-Being, Peer Support, and Self-Efficacy on Student Engagement of Class X Students of Four State Senior High School in Sidoarjo [Pengaruh SWB, PS, dan Efikasi Diri terhadap SE Siswa Kelas X di Empat SMAN di Kabupaten Sidoarjo]

2021 ◽  
Vol 36 (1) ◽  
Author(s):  
Tania Nurmalita ◽  
Nono Hery Yoenanto ◽  
Duta Nurdibyanandaru
Keyword(s):  
High School ◽  
Student Engagement ◽  
Peer Support ◽  
Self Efficacy ◽  
Well Being ◽  
Senior High School ◽  
School Level ◽  
Subjective Well Being ◽  
High School Level ◽  
The Impact

An initial survey showed that school students at the Sekolah Menengah Atas Negeri (SMAN; State Senior High School) level in the Sidoarjo Regency of East Java Province, Indonesia, suffered low levels of student engagement (SE).  This research examined the impact of subjective well-being, peer support, and self-efficacy on the student engagement of the students in the Class 10 of four SMAN in the Sidoarjo Regency. 328 students were involved in this research, filling in a survey related to the four variables of the study.  The results of regression testing indicated that subjective well-being, peer support, and self-efficacy had significant influence on increases in student engagement (SE). The implication of this research was that the efforts by the school, parents, and other parties was related to attention being given, outside of improvement in the quality of the academic atmosphere. Psychological well-being, peer support, as well as increases in self-efficacy, may assist students to become actively involved in the learning process.   Survey awal menunjukkan siswa di tingkat Sekolah Menengah Atas (SMA) Kabupaten Sidoarjo memiliki student engagement (SE) yang rendah. Penelitian ini mengkaji dampak dari subjective well-being, peer support, dan efikasi diri terhadap student engagement (SE) pada siswa kelas X yang berasal dari empat Sekolah Menengah Atas Negeri (SMAN) di Kabupaten Sidoarjo. 328 siswa terlibat dalam penelitian ini dengan mengisi survei terkait empat variabel studi. Hasil uji regresi menunjukkan bahwa subjective well-being, peer support, dan efikasi diri memberikan pengaruh signifikan terhadap peningkatan student engagement (SE). Implikasi penelitian ini adalah adanya upaya sekolah, orangtua, dan pihak lain terkait untuk memberikan perhatian di luar peningkatan kualitas atmosfir akademik. Kesejahteraan psikologik, dukungan sosial teman sebaya, maupun peningkatan efikasi diri dapat membantu siswa lebih terlibat aktif dalam proses pembelajaran.

scholarly journals Under the skin of truancy in Aotearoa (New Zealand): A grounded theory study of young people’s perspectives

2021 ◽  
Author(s):  
◽  
Delia Baskerville
Keyword(s):  
Grounded Theory ◽  
Teacher Educators ◽  
School Connectedness ◽  
Well Being ◽  
Process Theory ◽  
Future Research ◽  
Theory Approach ◽  
Student Attendance ◽  
School Students ◽  
Teacher Student

<p>Truancy is a longstanding, unresolved educational issue in countries where there are compulsory attendance policies. Taking time out from class without permission is illegal and negatively influences future functioning for students who truant in regards to employment, family and community. Truancy represents a long-term cost to society in expenditure on health, well-being and incarceration.  Previous research has focused on key demographic variables related to truancy, causal factors, and a variety of viewpoints. However, there has been a paucity of evidence about truancy from student perspectives. Therefore, the purpose of this research was twofold; (1) to investigate how secondary school students who truant constructed meaning about their experiences, and (2) to develop a substantive theory that identified how participants constructed the processes involved in truanting. This thesis used a grounded theory approach, concurrently gathering and analysing data generated through interviews with 13 young people from three schools and an activity centre.  Students in the study referred to truanting as wagging. In respect of this, the study presents a process theory of wagging which identifies four stages: Wagging-in-class; leaving; awakening, and reincluding. The study contributes to truancy scholarship in several ways, which include the experiences and challenges occurring in class and in their personal lives that contribute to youth truanting; how youth reposition themselves when they truant; the nature of their interactions and the group they truant with; what causes them to realise there is no future value in truanting; the conditions that support them to reintegrate in class after truanting; and why they are able to return and attend school regularly after truanting.  Further findings indicate that teacher intentional behaviours and student willingness to change are necessary to support the further development of inclusive practices in schools required to address truancy. The recommendations made for school leaders, teachers, counsellors, teacher educators and policy makers include four suggestions: (1) building teacher-student rapport, links with whānau, and school connectedness; (2) more proactive, sustained and consistent monitoring of student attendance; (3) reviewing school systems to foster inclusiveness and student attendance; and (4) providing a strong focus on inclusiveness within teacher education and professional development programmes. Future research and development opportunities are also identified, for example, the design of an ethnodrama to disseminate the results of this study and to heighten awareness of the dangers of wagging to students and the community. The intention is also to research the audience reactions and responses to the ethnodrama. This thesis also draws attention to the need for further studies to replicate the design features of the present study in other contexts so as to confirm, modify, extend or challenge the process theory of wagging that has emerged from this research.</p>

Potential Security Issues in a Peer-to-Peer Network from a Database Perspective

2011 ◽  
pp. 131-144
Author(s):  
Sridhar Asvathanarayanan
Keyword(s):  
Denial Of Service ◽  
Database Security ◽  
Vital Role ◽  
Peer To Peer ◽  
Peer Networks ◽  
Distributed Denial Of Service ◽  
Security Issues ◽  
Peer Network ◽  
Peer To Peer Networks ◽  
Peer To Peer Network

Computing strategies have constantly undergone changes, from being completely centralized to client-servers and now to peer-to-peer networks. Databases on peer-to-peer networks offer significant advantages in terms of providing autonomy to data owners, to store and manage the data that they work with and, at the same time, allow access to others. The issue of database security becomes a lot more complicated and the vulnerabilities associated with databases are far more pronounced when considering databases on a peer-to-peer network. Issues associated with database security in a peer-to-peer environment could be due to file sharing, distributed denial of service, and so forth, and trust plays a vital role in ensuring security. The components of trust in terms of authentication, authorization, and encryption offer methods to ensure security.

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